Abstract
A sample of 66 UK secondary school pupils (aged 11-14) performed a 3-D biology structure test and simultaneous tape recordings were made of their individual commentaries. Linear trend tests applied to test scores showed performance to be highly correlated both with pupil age and scientific ability. Statistical analysis also revealed significant age-related and sex-related errors in performance. The transcribed commentaries of pupils confirmed that two main skills were involved in interpreting 3-dimensional structures in biology. They also disclosed useful approach and support strategies employed quite naturally by a range of the pupils.
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